VDOE :: Virginia Department of Education Home · Web viewapply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography,

Copyright © 2016by theVirginia Department of EducationP. O. Box 2120Richmond, Virginia 23218-2120http://www.doe.virginia.gov

All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted.

Superintendent of Public InstructionSteven R. Staples

Chief Academic Officer/Assistant Superintendent for InstructionJohn W. “Billy” Haun

Office of Humanities and Early ChildhoodChristine A. Harris, DirectorChristonya B. Brown, History and Social Science CoordinatorBetsy S. Barton, History and Social Science Specialist

NOTICEThe Virginia Department of Education does not unlawfully discriminate on the basis of race, color, sex, national origin, age, or disability in employment or in its educational programs or services.

http://www.doe.virginia.gov/

INTRODUCTIONThe History and Social Science Standards of Learning Curriculum Framework 2015, approved by the Board of Education on January 28, 2016, is a companion document to the 2015 History and Social Science Standards of Learning for Virginia Public Schools. The Curriculum Framework amplifies the Standards of Learning by defining the content understandings, knowledge, and skills that are measured by the Standards of Learning assessments. The standards and Curriculum Framework are not intended to encompass the entire curriculum for a given grade level or course, nor to prescribe how the content should be taught. School divisions are encouraged to incorporate the standards and Curriculum Framework into a broader, locally designed curriculum. The Curriculum Framework delineates in greater specificity the minimum content that all teachers should teach and all students should learn. Teachers are encouraged to go beyond the standards and select instructional strategies and assessment methods appropriate for their students. Additional details such as the names of historical figures whose study further enriches the standards and clarifies the concepts under investigation will be found in the Curriculum Framework.The Curriculum Framework facilitates teacher planning by identifying essential understandings, knowledge, and skills. Together, these key elements provide the focus of instruction for each standard. The purpose of each section is explained below:

Standard of Learning StatementEach page begins with a Standard of Learning statement as a focus for teaching and learning. Students will apply social science skills to understand the interrelationships between the history, geography, economics, and civics content, as well as become actively engaged in their learning.

Essential Skills (Standard 1)The essential history and social science skills are outlined in Standard 1 for each grade level or course. Students use these skills to increase understanding of the history and social sciences content, including historical, geographic, political, and economic events or trends. The development of these skills is important in order for students to become better-informed citizens.

The first column for Standard 1 contains “Essential Understandings,” which are described below. The second column contains examples of how the skill may be applied in the classroom.

Note: The skills will not be assessed in isolation; rather, they will be assessed as part of the content in the History and Social Science Standards of Learning.

History and Social Science Standards of Learning Curriculum Framework 2015: World History and Geography to 1500 A.D. (C.E.) iii

Essential UnderstandingsThis column includes the fundamental background information necessary to acquire and apply the essential knowledge. The understandings should help students develop a sense of context, including why the essential knowledge is relevant to the standard; thus, teachers should use these understandings as a basis for lesson planning.

Essential KnowledgeThis column delineates the key content facts, concepts, and ideas that students should grasp in order to demonstrate understanding of the standard. This information is not meant to be exhaustive or a limitation on what is taught in the classroom. Rather, it is meant to be the principal knowledge defining the standard.

The Curriculum Framework serves as a guide for Standards of Learning assessment development; however, assessment items may not and should not be verbatim reflections of the information presented in the Curriculum Framework.

History and Social Science Standards of Learning Curriculum Framework 2015: World History and Geography to 1500 A.D. (C.E.) iv

STANDARD WHI.1aThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in world history;

Essential Understandings Experiences may include but are not limited to the following:

Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content.

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context.

An artifact is an object or tool that tells us about the people from the past.

A primary source is an artifact, document, image, or other source of information that was created during the time under study.

A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.

Historical information may be acquired from a variety of sources: Diaries Interviews Letters Raw data Court records and transcripts Photographs Journal articles that report the findings of original

research Autobiographies Speeches Creative works (novels, plays, poems, music, art) Magazine and journal articles Nonfiction books

Use a variety of information sources to do the following:o Examine and analyze the development of an ancient civilization, focusing on its social/political

organization, religion, and economics. Use the information to determine the civilization’s impact and influence with relationship to resources, land and water usage, transportation methods, and communications.

o Examine and analyze geographic information and demographic data to determine how and why bordering civilizations cooperated or had conflicts.

Prepare a collection of primary and secondary sources related to a unit of study. Examine the sources to do the following:o Make and record observations about the sources and generate questions about each item.o Determine commonalities and patterns in the themes of the sources, as well as how the sources

connect to the overarching topic of the lesson.o Create a graphic organizer that describes how each source depicts a specific point of view about a

period of study.

History and Social Science Standards of Learning Curriculum Framework 2015: World History and Geography to 1500 A.D. (C.E.) 1

STANDARD WHI.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world history;


Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions.

Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding.

The physical geography of a location had a direct impact on the lives of people in world history and how they adapted to their environment.

Five Themes of Geography Location: Defined according to its position on the

earth’s surface; where is it? Place: Locations having distinctive features that

give them meaning and character that differ from other locations; what is it like?

Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?

Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?

Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?

Use a variety of sources, such as the following:o GIS (Geographic Information Systems)o Field worko Satellite imageso Photographso Maps, globeso Charts and graphso Databaseso Primary sourceso Diagrams

Select an ancient civilization and analyze the relationship between its physical and human geography. Create a physical map of a specific region or location (e.g., Fertile Crescent). Gather and analyze

geographic information to determine patterns and trends related to the movement of population, products, resources, ideas, and language.

Examine maps of a specific region or location before and after a major conflict to discuss how the conflict impacted the social, political, and economic landscapes of the region or location.

Use maps to explain how the location of resources influences patterns, trends and migration of a population.


STANDARD WHI.1cThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history;


Interpreting begins with observation and collection of data to extract significant information embedded within the data.

Interpreting involves determining relevant and irrelevant information in order to analyze characteristics such as change over time, patterns, and relationships.

Gather information about and create a chart of the characteristics of one of the five major world religions in order to draw conclusions about the origins and expansion of beliefs, traditions, customs, and religion.

Gather information from a variety of sources about a civilization. Organize the information into a chart or graph in order to draw conclusions about the growth and the cultural, political, and economic development of the civilization.

Gather information from a variety of sources regarding the development of a conflict. Organize the information into a chart to draw conclusions about the origin and outcomes of the conflict.


STANDARD WHI.1dThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;


It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions.

The context from the time period of the primary or secondary source can influence the information included.

Facts can be verified with evidence while opinions cannot.

Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:o Timeliness of the informationo Importance of the information o Source of the informationo Reliability, truthfulness, and correctness of the contento Reason the information exists

Examine primary and secondary sources that are related to the same conflict or war but are from different perspectives. Analyze, compare, and contrast multiple texts for content, intent, impact, and effectiveness. Prepare evidence for a Socratic seminar in order to explain how a historical figure used vocabulary and tone to persuade

his or her audience to accept his or her point of view.


STANDARD WHI.1eThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, economic, and political perspectives in world history;


The skill of comparing and contrasting perspectives in history involves breaking down information and then categorizing it into similar and dissimilar pieces.

Gather a variety of sources about a specific civilization. Evaluate the information for accuracy and relevance. Use a Venn diagram to organize the facts in order to determineo similarities and differences between the selected civilizations o the impact of external influences (e.g., other countries’ perspectives).

Gather a variety of sources summarizing a specific event (e.g., the establishment of Constantinople, King John’s signing of the Magna Carta, the Crusades). Use a Venn diagram to organize the facts in order to determineo similarities and differences between recorded accounts of the evento the impact of external influences.


External Influences

External Influences

STANDARD WHI.1fThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) explaining how indirect cause-and-effect relationships impacted people, places, and events in world history;


A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects.

An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects.

Explaining includes justifying why the evidence credibly supports the claim.

Diversity creates a variety of perspectives, contributions, and challenges.

Events that lead to conflict often have multiple causes and effects.

Apply a process for explaining indirect cause-and-effect relationships, such as the following:o Choose an established effect and brainstorm causes of that effect.o Categorize and organize the causes into direct or indirect causes.o Describe direct and indirect items separately.o Compare and contrast direct and indirect causes.o Identify the most important difference between the direct and indirect causes.o Draw conclusions about the impact on people, places, and events.o Discuss, defend, and refine conclusions.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structure of the civilizations, empires, or countries.

Create flow charts, storyboards, and timelines to explore multiple causes and effects. Determine how the choices of selected people/groups impacted world history. Examine both intended and unintended consequences of an event, including the following questions:

o What was the context for the event to take place?o What actions were taken?o What was the result of these actions?


STANDARD WHI.1gThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) analyzing multiple connections across time and place;


Analyzing includes identifying the important elements of a topic.

Analytical thinking is further strengthened when connections are made between two or more topics.

Activating prior knowledge helps make connections to new concepts and provides more complex information about people, places, experiences, and events in world history.

Select an ancient civilization, religion, or event. Organize various aspects of the event to determine and explain how the civilization, religion, or event changed over time. Organizing aspects may include the following:o Social factorso Political factorso Economic factors o Cultural factors

Identify how cultures changed to accommodate evolving ideas and beliefs, including the following:o Revolutionso Conflictso Reformso Human-environment interactionso Laws and policy changeso Advancementso Conflictso Diversityo Movements and migrations


STANDARD WHI.1hThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;


Choices have consequences that may be positive or negative, intended or unintended.

Decision making involves distinguishing between relevant and irrelevant information.

Decision-making models serve several purposes. They can help us make decisions for the future understand the choices made in the

past analyze the outcomes of the

decisions already made compare the expected costs and

benefits of alternative choices identify the costs and benefits of

specific choices made.

Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:

Use a cost-benefit analysis chart:


Problem: Evaluate the choices that subjects of the Aztec empire might have considered when they encountered the Spanish force of Hernán Cortés.Criteria

AlternativesAvoid danger Enhance own power Resist Aztec rulers Resist invasion of

homeland by Spanish

Rebel against the Aztecs and help the SpanishFight against the SpanishTry to stay neutralDecision:

Incan road-buildingCosts Level of

Importance1-5

Benefits Level of Importance1-5

Grueling work for those tasked with building the roads

Centralization of the empire

Increased dominance of central government, eventually used by Spanish conquistador Francisco Pizarro to access and overthrow the Incan Empire

Increased trade and wealth

Total Total

STANDARD WHI.1iThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizens and ethical use of materials and intellectual property;


Plagiarism is the unauthorized use or theft of intellectual property.

There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following:o Socratic Seminaro Two-way journalingo Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information byo properly citing authors and sources used in researcho validating Web siteso reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by

others.


STANDARD WHI.1jThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.


Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content.

The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them.

The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating.

Students take more ownership over investigating and researching when they are able to choose the type of product to produce.

Student inquiry drives the design process. Specifically, students formulate a question to investigate create a goal/hypothesis conduct research and collaborate

with teacher and peers revisit and revise the

goal/hypothesis, if necessary create a product write a reflection on the process

involved to arrive at the product.

Write a college admission essay for an archaeology program. Provide details in the essay about a specific region, historic site, or ancient civilization (culture) of interest. Include a list of questions about the civilization that may be supported by the archaeological program.

Prepare a multimedia or video presentation of a debate. Gather evidence to support the arguments and conclusions. Debate topics may include the following:o Julius Caesar: Hero or villain?o Greater impact on Christianity: Constantine or Paul?o Greatest contribution to modern democracy: Greece or Rome?

Create a gallery display of an ancient civilization. Investigate and gather items that illustrate its economic and political influences, geographic impact, and social structure. Choose six items that best represent the civilization and include a justification for each.

Investigate the history of the Hagia Sophia. Write a position statement answering the following question: “Should the Hagia Sophia be returned to a Christian Church, converted to a mosque, or continue in its current capacity as a museum celebrating both Christianity and Islam?”

Create a travel blog describing a ten-day trip to a specified region. Develop an itinerary, considering how the geography of the region would affect the sequence of the trip. Investigate the current religious practices, economic and social interactions, and political structure. Compare the contemporary region to the area as it was prior to 1500 A.D. (C.E.).

Investigate one of the five major religions. Discuss in a social media post or blog one aspect of the religion that has stayed constant over time.


STANDARD WHI.2aThe student will apply social science skills to understand the period from the Paleolithic Era to the agricultural revolution bya) explaining the impact of geographic environment on hunter-gatherer societies;

Essential Understandings Essential Knowledge

Life in early hunter-gatherer societies was shaped by the physical environment.

Homo sapiens emerged in East Africa between 100,000 and 400,000 years ago.

Homo sapiens migrated from Africa to Eurasia, Australia, and the Americas.

Early humans were hunters and gatherers whose survival depended on the availability of wild plants and animals.


STANDARD WHI.2bThe student will apply social science skills to understand the period from the Paleolithic Era to the agricultural revolution by b) describing characteristics of hunter-gatherer societies, including their use of tools and fire;


Early human societies, through the development of culture, began the process of overcoming the limits set by the physical environment.

Hunter-gatherer societies during the Paleolithic Era (Old Stone Age) were nomadic, migrating in search of food, water, and shelter invented the first tools, including simple weapons learned how to make and use fire lived in clans developed oral language created “cave art.”


STANDARD WHI.2cThe student will apply social science skills to understand the period from the Paleolithic Era to the agricultural revolution byc) analyzing how technological and social developments gave rise to sedentary communities;


The beginning of agriculture, including permanent settlements, was a major step in the advancement of human social organization.

Societies during the Neolithic Era (New Stone Age) developed agriculture (domesticated plants) domesticated animals used advanced tools made pottery developed weaving skills.


STANDARD WHI.2dThe student will apply social science skills to understand the period from the Paleolithic Era to the agricultural revolution by d) analyzing how archaeological discoveries are changing current understanding of early societies.


Archaeologists continue to find and interpret evidence of early humans and their lives.

Archaeologists study past cultures by locating and analyzing human remains, settlements, fossils, and artifacts.

Archaeologists apply scientific tests, such as carbon dating, to analyze fossils and artifacts.

Stonehenge is an example of an archaeological site in England. It was begun during the Neolithic Age and completed during the Bronze Age.

Aleppo and Jericho are examples of early cities in the Fertile Crescent that are studied by archaeologists.

Çatalhöyük is an example of a Neolithic settlement currently under excavation in Anatolia.


STANDARD WHI.3aThe student will apply social science skills to understand the ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews and Phoenicians, bya) locating these civilizations in time and place and describing their major geographic features;


During the New Stone Age, permanent settlements appeared in river valleys and around the Fertile Crescent.

River valleys provided water and rich soil for crops.

River valley civilizations (about 3500 to 500 B.C. [B.C.E.]) Mesopotamian civilization: Tigris and Euphrates River Valleys (Southwest Asia) Egyptian civilization: Nile River Valley and Nile Delta (Africa) Indian civilization: Indus River Valley (South Asia) Chinese civilization: Huang He Valley (East Asia)

These river valleys offered rich soil and irrigation water for agriculture, and they tended to be in locations easily protected from invasion by nomadic peoples.

Other early civilizations (about 2000 to 500 B.C. [B.C.E.]) Hebrews settled between the Mediterranean Sea and the Jordan River Valley (part of the Fertile Crescent in Southwest

Asia). Phoenicians settled along the Mediterranean coast (part of the Fertile Crescent in Southwest Asia).


STANDARD WHI.3bThe student will apply social science skills to understand the ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews and Phoenicians, byb) describing the development of social, political, and economic patterns, including slavery;


River valleys were the “cradles of civilization.” Early civilizations made major contributions to social, political, and economic development.

Development of social patterns Hereditary rulers: Dynasties of kings, pharaohs Rigid class system where slavery was accepted

Development of political patterns World’s first states (i.e., city-states, kingdoms, empires) Centralized government, often based on religious authority Written law codes (e.g., Ten Commandments, Code of Hammurabi)

Development of economic patterns Use of metal (e.g., bronze, iron) tools and weapons Increasing agricultural surplus: Better tools, plows, irrigation Increasing trade along rivers and by the sea (Phoenicians) Development of the world’s first cities Development of the practice of slavery within most cultures in the ancient world, taking various forms


STANDARD WHI.3cThe student will apply social science skills to understand the ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews and Phoenicians, byc) explaining the development and interactions of religious traditions;


Religion was a major part of life in all early civilizations.

Development of religious traditions Polytheism was practiced by most early civilizations. Monotheism was developed by the Hebrews. Mesopotamian religion continued to influence Hebrew monotheism, but that influence decreased over time.


STANDARD WHI.3dThe student will apply social science skills to understand the ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews and Phoenicians, byd) describing the origins, beliefs, traditions, customs, and spread of Judaism;


Monotheism, attributed to Abraham, became the foundation of Judaism, Christianity, and Islam—religions that changed the world. The Hebrews were the first to become monotheists.

Origins of Judaism Abraham Moses

Beliefs, traditions, and customs of Judaism Belief in one God (monotheism) Torah, which contains the written records and beliefs of the Jews Ten Commandments, which state moral and religious conduct Covenant

Spread of Judaism Exile Diaspora


STANDARD WHI.3eThe student will apply social science skills to understand the ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews and Phoenicians, bye) explaining the development of language and writing.


Language and writing were important cultural innovations because they facilitated the preservation and spread of knowledge.

Language and writing Pictograms: Earliest written symbols Hieroglyphics: Egypt Cuneiform: Sumer Alphabet: Phoenicia Sanskrit: India Oracle bone script: China


STANDARD WHI.4aThe student will apply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations bya) locating Persia in time and place, including Zoroastrianism and the development of an imperial bureaucracy;


Built on the Indus, Mesopotamian, and Nile River civilizations, Persia developed the largest empire in the world.

Zoroastrianism was the main Persian religion, although other religions were tolerated.

Persian Empire (present-day Iran) Tolerance of conquered peoples Development of an imperial bureaucracy Construction of a road system Practice of Zoroastrianism

o Religion of Persiao Belief in two opposing forces in the universe


STANDARD WHI.4bThe student will apply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations byb) locating India in time and place, including its origins, early development, and the debate over the Aryan migrations;


Classical Indian civilization began in the Indus River Valley, spread to the Ganges River Valley, and then spread throughout the Indian subcontinent. This spread continued with little interruption because of the geographic location.

Historians are divided over whether migrations occurred or whether Indian civilization grew from within, but agree that Harappan civilization and the Vedic period shaped Indian society.

Physical barriers, such as the Himalayas, the Hindu Kush, and the Indian Ocean, made invasion difficult.

Mountain passes in the Hindu Kush provided migration routes into the Indian subcontinent.

The Indus and the Ganges were the important rivers in the Indian subcontinent.

Indus River Valley civilization Harappa and Mohenjo-Daro

Origins of Indian Society Nonindigenous (debate over Aryan) migration and influences and dominance vs. indigenous contributions The caste system did not fully emerge until later in Indian history, but its roots are in the varnas and the jati system

o Varnas were idealized in the Vedas to organize society equally by skill. o As more occupations developed in ancient India, jatis was used to describe divisions by occupation. o Jatis were governed by birth.

Over many centuries, both varnas and jatis merged to become known today as a top-down, birth-based caste system.

Mauryan Empire—Asoka Continued political unification of much of India Contributions: Spread of Buddhism, free hospitals, veterinary clinics, good roads

Gupta Empire Golden Age of classical Indian culture Contributions: Mathematics (concept of zero), medical advances (setting bones), astronomy (concept of a round earth),

new textiles, literature


STANDARD WHI.4cThe student will apply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations byc) describing the origins, beliefs, traditions, customs, and spread of Hinduism;


Hinduism was a major cultural product of classical India.

Hinduism influenced Indian society and culture and is still practiced in India today.

Hinduism Belief in many forms of one God Reincarnation: Rebirth based upon karma Karma: Knowledge that all thoughts and actions result in future consequences Vedas and Upanishads: Sacred writings Spread along major trade routes


STANDARD WHI.4dThe student will apply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations byd) describing the origins, beliefs, traditions, customs, and spread of Buddhism;


Buddhism was founded by Siddhartha Gautama in a part of India that is in present-day Nepal.

Buddhism was strengthened as a major faith when Asoka sent missionaries throughout Asia.

Buddhism Founder: Siddhartha Gautama (Buddha) Four Noble Truths Eightfold Path to Enlightenment

Asoka’s missionaries and their writings spread Buddhism from India to China and other parts of Asia.


STANDARD WHI.4e, fThe student will apply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations bye) locating China in time and place, including the development of an empire and the construction of the Great Wall; andf) describing the impact of Confucianism, Taoism, and Buddhism.


Classical China was centered on the Huang He (Yellow River) and was geographically isolated. Invaders entered China from the north. The Great Wall was built for China’s protection.

Confucianism and Taoism are among the major products of Chinese civilization.

Migratory invaders raided Chinese settlements from the north. Qin Shi Huangdi built the Great Wall as a line of defense against invasions. China was governed by a succession of ruling families called dynasties. Chinese rulers were considered divine, but they served under a Mandate of Heaven only as long as their rule was just.

The Silk Road facilitated trade and contact between China and other cultures as far away as Rome.

Products of classical China Civil service system Paper Porcelain Silk

Impact of Confucianism in forming the social order in China Belief that humans are essentially good, not bad Respect for elders Code of harmony (still used in Chinese society today) Emphasis on learning Ancestor worship

Impact of Taoism in forming Chinese culture and values Humility Simple life and inner peace Harmony with nature

Yin and yang represented opposites for Confucianism and Taoism.

Chinese forms of Buddhism spread throughout Asia.


STANDARD WHI.5aThe student will apply social science skills to understand ancient Greece in terms of its impact on Western civilization by a) locating Greek civilizations in time and place and describing their major geographic features;


The physical geography of the Aegean Basin shaped the economic, social, and political development of Greek civilization.

Classical Greek civilizations emerged after the river valley civilizations. Greece became the first major civilization of Europe.

Locations and places Aegean Sea Mediterranean Sea, Black Sea, Dardanelles Balkan and Peloponnesus peninsula Asia Minor Athens, Sparta, Troy Macedonia

Major geographic features Southeastern-most region on the European continent Surrounded by water on three sides, with smaller peninsulas protruding from the mainland Mountains served as natural barriers and boundaries and prevented large-scale farming Deep bays and natural harbors along the coastlines


STANDARD WHI.5bThe student will apply social science skills to understand ancient Greece in terms of its impact on Western civilization by b) describing the social and religious structure of ancient Greece;


Greek mythology was based on a polytheistic religion that was integral to culture, politics, and art in ancient Greece.

Many of Western civilization’s symbols, metaphors, words, and idealized images come from ancient Greek mythology.

Men, women, and slaves all had clearly defined roles in Greek society.

Greek mythology Based on polytheistic religion Offered explanations of natural phenomena, human qualities, and life events

Greek gods and goddesses Zeus, Hera, Apollo, Artemis, Athena, Aphrodite Symbols and images in Western literature, art, and architecture

Social structure Society was divided into free and enslaved populations. People became slaves by being captured as prisoners of war, born to enslaved parents, or by failing to repay their loans

and debts. Enslaved people did not have power, political rights, or status. Most families owned slaves as household servants or laborers.


STANDARD WHI.5cThe student will apply social science skills to understand ancient Greece in terms of its impact on Western civilization by c) describing the cultural development of Athens and Sparta, with emphasis on the significance of citizenship and the development of

democracy;


Classical Athens developed the most democratic system of government the world had ever seen, although not everyone could participate in decision making. It became an inspiration for modern democracies.

Contrasting philosophies of government divided the Greek city-states of Athens (democracy) and Sparta (oligarchy).

Citizenship in the Greek polis Greek cities promoted civic and commercial life. Citizens (free adult males) had political rights and the responsibility of civic participation in government. Women and foreigners had no political rights. Slaves had no political rights.

Athens Stages in the evolution of Athenian government: Monarchy, aristocracy, tyranny, democracy Tyrants who worked for reform: Draco, Solon Origin of democratic principles: Direct democracy, public debate, duties of the citizen

Sparta Oligarchy (rule by a small group) Rigid social structure Militaristic and aggressive society


STANDARD WHI.5dThe student will apply social science skills to understand ancient Greece in terms of its impact on Western civilization by d) evaluating the political and economic development of Greece, with emphasis on the Persian and the Peloponnesian wars;


The Greeks defeated the Persian empire and preserved their political independence.

Competition between Sparta and Athens for control of Greece helped cause the Peloponnesian War.

The expansion of Greek civilization through trade and colonization led to the spread of Hellenic culture across the Mediterranean and Black Seas.

Importance of Persian Wars (499–449 B.C. [B.C.E.]) Persian wars united Athens and Sparta against the Persian Empire. Athenian victories over the Persians at Marathon and Salamis left Greeks in control of the Aegean Sea. Athens preserved its independence and continued innovations in government and culture.

Golden Age of Pericles (mostly occurring between the Persian and the Peloponnesian Wars) Pericles extended democracy; most adult males had an equal voice. Pericles had Athens rebuilt after destruction in the Persian Wars; the Parthenon is an example of this reconstruction.

Importance of Peloponnesian War (431–404 B.C. [B.C.E.]) Caused in part by competition for control of the Greek world: Athens and the Delian League vs. Sparta and the

Peloponnesian League Weakened Athens and Sparta, setting the stage for Macedonian conquests of Greece and the end of Greek democracy


STANDARD WHI.5e, fThe student will apply social science skills to understand ancient Greece in terms of its impact on Western civilization by e) evaluating the significance of the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the

Great; andf) citing and explaining contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on

Socrates, Plato, and Aristotle.


Athenian culture during the classical era became one of the foundation stones of Western civilization.

Phillip of Macedonia and Alexander the Great Phillip of Macedonia’s conquest returned Greece to a monarchy. Alexander the Great’s conquests, which stretched to western India, spread Greek influence in Egypt and the Near East.

Contributions of Greek culture to Western civilization Drama: Aeschylus, Sophocles Poetry: Homer (Iliad and Odyssey) History: Herodotus, Thucydides Sculpture: Phidias Architecture: Types of columns, including the Doric (Parthenon), Ionic, and Corinthian Science: Archimedes, Hippocrates Mathematics: Euclid, Pythagoras Philosophy: Socrates, Plato, Aristotle


STANDARD WHI.6aThe student will apply social science skills to understand ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by a) locating Roman civilizations in time and place and describing their major geographic features;


The Italian peninsula was protected by the sea and the arc of the Alps mountains.

After the collapse of Alexander the Great’s empire, Rome gradually emerged as the dominant civilization around the Mediterranean and in Europe.

Locations and places Rome: Centrally located in the Mediterranean Basin and distant from eastern Mediterranean powers Italian Peninsula Alps: Protection Mediterranean Sea: Protection, seaborne commerce


STANDARD WHI.6bThe student will apply social science skills to understand ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by b) describing the social and religious structure of ancient Rome;


Roman mythology, like Greek mythology, was based upon a polytheistic religion that was integral to culture, politics, and art.

Many of Western civilization’s symbols, metaphors, words, and idealized images come from ancient Roman mythology.

Roman society Patricians: Wealthy individuals whose families were eligible to hold public offices Plebeians: Poorer individuals who could not hold office Slaves: Individuals who were captured as prisoners of war, born to enslaved parents, or who failed to repay their loans

and debts

Roman mythology Based on the Greek polytheistic religion Explanations of natural phenomena, human qualities, and life events

Roman gods and goddesses Jupiter, Juno, Apollo, Diana, Minerva, Venus Symbols and images in literature, art, and architecture


STANDARD WHI.6cThe student will apply social science skills to understand ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by c) describing the social structure and cultural development of the Roman Republic;


Although women, most aliens (non-Romans living in the Republic), and slaves were excluded from the governing process, the Roman Republic made major strides in the development of representative democracy, which became a model for modern democracy.

Conquests and trade spread Roman cultural and technological achievements throughout the Roman Empire.

Western civilization was influenced by the cultural achievements of ancient Rome.

Social structure in the Roman Republic Patricians: Powerful nobility (few in number) Plebeians: Majority of population Slaves: Not based on race; individuals who were captured as prisoners of war, born to enslaved parents, or who failed to

repay their loans and debts

Citizenship Patrician and plebeian men Selected foreigners Rights and responsibilities of citizenship (e.g., taxes, military service)

Features of democracy Representative democracy Assemblies The Senate Consuls Laws of Rome codified as the Twelve Tables

Contributions of Ancient Rome Art and architecture: Pantheon, Colosseum, Forum Technology: Roads, aqueducts, Roman arches Science: Achievements of Ptolemy Medicine: Emphasis on public health (public baths, public water systems, medical schools) Language: Latin, Romance languages Literature: Virgil’s Aeneid Law: The principle of “innocent until proven guilty” (from the Twelve Tables)


STANDARD WHI.6dThe student will apply social science skills to understand ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by d) describing and evaluating the political and military structure of the Roman Republic under the rule of Julius Caesar;


After the victory over Carthage in the Punic Wars, Rome was able, over the next 100 years, to dominate the Mediterranean basin, leading to the diffusion of Roman culture.

Punic Wars: Rome vs. Carthage (264–146 B.C. [B.C.E.]) Rome and Carthage were in competition for trade. Hannibal invaded the Italian Peninsula. Three wars resulted in Roman victory, the destruction of Carthage, and expanded trade and wealth for Rome.

Evolution of the Roman Empire and spread of Roman culture Mediterranean Basin (Africa, Asia, Europe, including the Hellenistic world of the Eastern Mediterranean) Western Europe (Gaul, British Isles)

Causes for the decline of the Roman Republic Spread of slavery in the agricultural system Migration of small farmers into cities; unemployment Civil war over the power of Julius Caesar Devaluation of Roman currency; inflation First Triumvirate Julius Caesar: Seizure of power, assassination


STANDARD WHI.6e, fThe student will apply social science skills to understand ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by e) describing and evaluating the political structure of the Roman Empire under the role of Augustus Caesar;f) assessing the economic structure of Rome, Rome’s imperial conquests, and the Pax Romana;


The Roman Republic, in the face of changing social and economic conditions, succumbed to civil war and was replaced by an imperial regime, the Roman Empire.

The origin and evolution of Imperial Rome Augustus Caesar: Civil war; defeat of Marc Antony; became Rome’s first emperor Empire: Unified and enlarged, using imperial authority and the military Failure to provide for peaceful succession of emperors

The Pax Romana Two centuries of peace and prosperity under imperial rule Expansion and solidification of the Roman Empire, particularly in the Near East

Economic impact of the Pax Romana Established uniform system of money, which helped to expand trade Guaranteed safe travel and trade on Roman roads Promoted prosperity and stability

Social impact of the Pax Romana Returned stability to social classes Increased emphasis on the family

Political impact of the Pax Romana Created a civil service Developed a uniform rule of law


STANDARD WHI.6gThe student will apply social science skills to understand ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by g) evaluating the fall of the Western Roman Empire and the Germanic invasions.


Over a 300-year period, the western part of the Roman Empire steadily declined because of internal and external problems.

Causes for the decline of the Western Roman Empire Geographic size: Difficulty of defense and administration Economy: The cost of defense and devaluation of Roman currency Military: Increasing reliance on foreigners to serve in and to lead the Roman army Declining Roman populations as a result of epidemic diseases Political problems: Civil conflict and weak administration Invasion: Germanic migrations and settlement

Division of the Roman Empire Creation of a second capital by Constantine at Byzantium, which he renamed Constantinople Survival of the Western Roman Empire until 476 A.D. (C.E.), when it ceased to have a Roman emperor Eastern Roman Empire (Byzantine Empire)


STANDARD WHI.7aThe student will apply social science skills to understand the development of Christianity by a) describing the origins, beliefs, traditions, customs, and spread of Christianity in time and place;


The followers of Jesus spread Christianity throughout the Roman Empire, presenting a powerful challenge to Roman polytheism.

Origins of Christianity Had its roots in Judaism Was led by Jesus of Nazareth, who was proclaimed the Messiah Conflicted with polytheistic beliefs of Roman Empire

Beliefs, traditions, and practices of Christianity Monotheism Jesus as both Son and incarnation of God Life after death New Testament, containing accounts of the life and teachings of Jesus, as well as writings of early Christians Christian doctrines established by early church councils

Spread of Christianity Popularity of the message Early martyrs inspired others Carried by the Apostles, including Paul, throughout the Roman Empire


STANDARD WHI.7bThe student will apply social science skills to understand the development of Christianity by b) explaining the unifying role of the Church in Europe after the collapse of Rome;


As the Roman Empire declined in the West, the Church of Rome grew in importance, followers, and influence.

Impact of the Church of Rome in the late Roman Empire The Emperor Constantine converted to Christianity and made it legal. Christianity later became the official state religion. The Church became a source of moral authority. The Church became the main unifying force of Western Europe. Heresies such as Arianism and Donatism sometimes divided Christians.


STANDARD WHI.7cThe student will apply social science skills to understand the development of Christianity by c) sequencing events related to the spread and influence of Christianity and the Catholic Church throughout Europe.


During the Middle Ages, the Pope crowned the emperors, missionaries carried Christianity to the Germanic tribes, and the Church served the social, political, and religious needs of the people.

Influence of the Roman Catholic Church Secular authority declined, while Church authority grew. Monasteries preserved Greco-Roman cultural achievements. Missionaries carried Christianity and the Latin alphabet to Germanic tribes. The Pope anointed Charlemagne Emperor in 800 A.D. (C.E.). Parish priests served religious and social needs of the people.


STANDARD WHI.8aThe student will apply social science skills to understand the Byzantine Empire and Eastern Europe from about 300 to 1000 A.D. (C.E.) by a) explaining the influence of geography on the establishment of Constantinople as the capital of the Eastern Roman Empire and describing the

Byzantine Empire in time and place;


The capital of the Eastern Roman Empire was established at Constantinople to provide political, economic, and military advantages.

Location of Constantinople Protection of the eastern frontier Distance from Germanic invasions in the western empire Crossroads of trade Easily fortified site on a peninsula bordered by natural harbors

Role of Constantinople Seat of the Byzantine Empire until Ottoman conquest Preserved classical Greco-Roman culture Center of trade


STANDARD WHI.8bThe student will apply social science skills to understand the Byzantine Empire and Eastern Europe from about 300 to 1000 A.D. (C.E.) by b) describing Justinian and his contributions, including the codification of Roman law, and the expansion of the Byzantine Empire and

economy;


Through his codification of Roman law, Justinian provided the basis for the law codes of Western Europe.

Although Justinian reconquered territory, the costs of his wars and the first appearance of the bubonic plague left the Byzantine Empire weakened.

Byzantine Emperor Justinian Codification of Roman law (impact on European legal codes) Reconquest of former Roman territories Expansion of trade


STANDARD WHI.8cThe student will apply social science skills to understand the Byzantine Empire and Eastern Europe from about 300 to 1000 A.D. (C.E.) by c) characterizing the role Byzantine art and architecture played in the preservation of Greek and Roman traditions;


Greek Orthodox Christianity and imperial patronage enabled the Byzantine Empire to develop a unique style of art and of architecture.

Greek and Roman traditions were preserved in the Byzantine Empire.

Byzantine achievements in art and architecture Inspiration provided by Christian religion and imperial power Icons (religious images) Mosaics in public and religious structures Hagia Sophia (a Byzantine domed church)

Byzantine culture Continued flourishing of Greco-Roman traditions Greek language (as contrasted with Latin in the West) Greek Orthodox Christianity Greek and Roman knowledge preserved in Byzantine libraries


STANDARD WHI.8dThe student will apply social science skills to understand the Byzantine Empire and Eastern Europe from about 300 to 1000 A.D. (C.E.) by d) explaining the disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church;


The cultural and political differences between the Eastern and Western Roman Empires weakened the unity of the Christian Church and led to its division.

Eastern Church Centered in Constantinople Close to the seat of power after Constantinople became capital Use of Greek language in the liturgy

Western Church Centered in Rome Farther from the seat of power after Constantinople became capital Use of Latin language in the liturgy

Division between Western and Eastern Churches Authority of the pope eventually accepted in the West Authority of the patriarch accepted in the East Practices such as celibacy eventually accepted in the West


STANDARD WHI.8eThe student will apply social science skills to understand the Byzantine Empire and Eastern Europe from about 300 to 1000 A.D. (C.E.) by e) analyzing and explaining the influence of Byzantine culture on Eastern Europe.


Byzantine civilization influenced Russian and Eastern European civilizations through its religion, culture, and trade.

Influence of Byzantine culture on Eastern Europe and Russia Trade routes between the Black Sea and the Baltic Sea Adoption of Orthodox Christianity by Russia and much of Eastern Europe Adoption of the Greek alphabet for the Slavic languages by St. Cyril (Cyrillic alphabet) Church architecture and religious art


STANDARD WHI.9aThe student will apply social science skills to understand the Islamic civilization from about 600 to 1000 A.D. (C.E.) bya) describing the origin, location, beliefs, traditions, customs, and spread of Islam, with emphasis on the Sunni-Shi’a division and the Battle of

Tours;


The revelations of Muhammad form the basis of the Islamic religion, a monotheistic faith.

Muhammad and his followers spread Islam.

Islamic traditions and practices developed over centuries and created a distinctive culture.

Major historical turning points marked the spread and influence of Islamic civilization.

Origins of Islam Muhammad, the Prophet

Locations Arabian Peninsula Mecca and Medina

Spread of Islam Across Asia and Africa and into Spain Geographic extent of first Islamic empire

Beliefs, traditions, and practices of Islam Monotheism: Allah (Arabic word for God) Qur’an (Koran): The word of God Five Pillars of Islam Acceptance of earlier prophets such as Moses and Jesus

Historical turning points Death of Ali: Sunni-Shi’a division Muslim conquests of Jerusalem and Damascus Islamic capital moved to Baghdad by Abbasids Muslim defeat at the Battle of Tours


STANDARD WHI.9bThe student will apply social science skills to understand the Islamic civilization from about 600 to 1000 A.D. (C.E.) byb) assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade;


In the first three centuries after Muhammad’s death, Muslim rule expanded rapidly, overcoming geographic barriers, facilitated by weakened political empires.

Political unity and the Arabic language facilitated trade and stimulated intellectual activity.

Geographic influences on the origin and spread of Islam Diffusion along trade routes from Mecca and Medina Expansion despite great distances, desert environments, and mountain barriers Spread into the Fertile Crescent, Iran, and Central Asia facilitated by weak Byzantine and Persian empires

Geographic influences on economic, social, and political development Political unity of the first Islamic empire was short-lived Arabic language spread with Islam and facilitated trade across Islamic lands Slavery was not based on race


STANDARD WHI.9cThe student will apply social science skills to understand the Islamic civilization from about 600 to 1000 A.D. (C.E.) byc) explaining the cultural and scientific contributions and achievements of Islamic civilization.


Early Islamic civilization was characterized by achievements in science and the arts that transformed the Islamic world and had a major global impact.

Cultural contributions and achievements Architecture (Dome of the Rock) Mosaics Arabic alphabet Universities Translation of ancient texts into Arabic

Scientific contributions and achievements Arabic numerals (adapted from India, including zero) Algebra Medicine Expansion of geographic knowledge


STANDARD WHI.10aThe student will apply social science skills to understand Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization bya) locating and describing the societies of Western Europe during the Middle Ages in time and place;


After the collapse of the Western Roman Empire, Germanic and Scandinavian kingdoms emerged as powerful forces.

Germanic civilization was influenced by various cultural forces as it established itself in Europe.

Foundations of early medieval society Classical heritage of Rome Christian beliefs Customs of Germanic tribes

Location Scandinavia—Vikings England—Angles and Saxons Present-day France and Germany—Franks


STANDARD WHI.10bThe student will apply social science skills to understand Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization byb) describing the social, religious, and cultural development of the Franks, with emphasis on the Age of Charlemagne;


Frankish kings used military power to expand their territory.

The alliance between Frankish kings and the Church increased papal authority and influence in Western Europe.

Social, religious, and cultural development during the Age of Charlemagne Franks emerged as a force in Western Europe. The Pope crowned Charlemagne emperor. Power of the Church was established in political life. Classical Roman Latin was revived as the language of scholars but disappeared as a language of everyday life, replaced

by French, Italian, Spanish, or other languages. Most of Western Europe was included in the new empire. Churches, roads, and schools were built to unite the empire.


STANDARD WHI.10cThe student will apply social science skills to understand Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization byc) explaining the social, religious, and cultural development of the Magyars and Anglo-Saxons;


Invasions by Angles, Saxons, and Magyars disrupted the social, economic, and political order of Europe.

Social, religious, and cultural development Angles and Saxons migrated to England in the fifth century. The Magyars migrated to central Europe in the tenth century. Tribal units were led by chieftains. Invasions disrupted trade; towns declined. The Angles, Saxons, and Magyars gradually converted to Christianity. After converting to Christianity, the Angles, Saxons, and Magyars adopted literacy.


STANDARD WHI.10dThe student will apply social science skills to understand Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization byd) describing the social, religious, and cultural patterns of the Vikings;


Invasions by Vikings disrupted the social, economic, and political order of Europe.

Social, religious, and cultural development The Viking attacks took place mostly in the 9th and 10th centuries. Tribal units were led by chieftains. Lack of arable land led to exploration and invasion. Invasions disrupted trade; towns declined. The Vikings observed a polytheistic religion, but gradually converted to Christianity. Viking attacks contributed to the collapse of the Frankish Empire founded by Charlemagne. Vikings settled in the areas known today as Russia, Iceland, and Greenland, and briefly in North America. Eastern European sea and river trade.


STANDARD WHI.10eThe student will apply social science skills to understand Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization bye) evaluating and explaining the development of feudalism and the manor system.


The decline of Roman influence in Western Europe left people with little protection against invasion, so they entered into feudal agreements with landholding lords who promised them protection.

Invasions shattered Roman protection over the Empire.

Feudalism emerged gradually between the fall of the Western Roman Empire (fifth century) and the collapse of the Carolingian Empire (tenth century).

Feudal society during the Middle Ages Fiefs Vassals Serfs Feudal obligations

Manorial system during the Middle Ages Rigid class structure Self-sufficient manors


STANDARD WHI.11aThe student will apply social science skills to understand the civilizations and empires of Asia, with emphasis on Japan and China, bya) locating and explaining major global and regional trade routes;


During the medieval period, several major trading routes developed in the Eastern Hemisphere. These trading routes developed among Europe, Africa, and Asia.

Major trade patterns of the Eastern Hemisphere from 1000 to 1500 A.D. (C.E.) Silk Routes across Asia to the Mediterranean Basin Maritime routes across the Indian Ocean Trans-Saharan routes across North Africa Northern European links with the Black Sea South China Sea and lands of Southeast Asia


STANDARD WHI.11bThe student will apply social science skills to understand the civilizations and empires of Asia, with emphasis on Japan and China, byb) explaining technological advances and transfers, networks of economic interdependence, and cultural interactions;


Regional trade networks and long-distance trade routes in Asia aided the diffusion and exchange of technology and culture.

Goods Spices from lands around the Indian Ocean Textiles from India, China, the Middle East, and later Europe Porcelain from China and Persia

Technology Paper from China through the Muslim world to Byzantium and Western Europe New crops from India (e.g., for making sugar) Waterwheels and windmills from the Middle East Navigation: Compass from China, lateen sail from Indian Ocean region

Ideas Spread of religions across the hemisphere

o Buddhism from China to Korea and Japano Hinduism and Buddhism from India to Southeast Asiao Islam into West Africa, Central and Southeast Asia

Printing and paper money from China


STANDARD WHI.11cThe student will apply social science skills to understand the civilizations and empires of Asia, with emphasis on Japan and China, byc) explaining the impact of Shinto and Buddhist traditions and the influence of Chinese culture on the region;


Japanese cultural development was influenced by proximity to China.

Shinto and Buddhism coexisted as religious traditions in the Japanese culture.

Location and place Mountainous Japanese archipelago (four main islands) Sea of Japan or East Sea between Japan and Asian mainland Proximity to China and Korea

Influence of Chinese culture Writing Architecture Buddhism

Shinto Ethnic religion unique to Japan Importance of natural features, forces of nature, and ancestors State religion; worship of the emperor Coexistence with Buddhism


STANDARD WHI.11dThe student will apply social science skills to understand the civilizations and empires of Asia, with emphasis on Japan and China, byd) evaluating the impact of the Mongol Empire throughout Asia.


Mongol armies invaded Russia, Southwest Asia, and China, creating an empire.

The Mongols Nomadic herders Genghis Khan Golden Horde Mongols converted to local religions, such as Islam, after conquest

Mongol armies Invaded Russia, China, and Muslim states in Southwest Asia, destroying cities and countryside Created an empire


STANDARD WHI.12aThe student will apply social science skills to understand the civilizations and empires of Africa, with emphasis on the African kingdoms of Axum and Zimbabwe and the West African civilizations of Ghana, Mali, and Songhai, by a) locating early civilizations and kingdoms in time and place and describing major geographic features;


African civilizations developed in sub-Saharan West and East Africa.

Axum Location relative to the Ethiopian Highlands and the Nile River

Zimbabwe Location relative to the Zambezi River, the Limpopo river, and the Indian Ocean coast

West African kingdoms Location of Ghana, Mali, and Songhai empires relative to the Niger River and the Sahara


STANDARD WHI.12bThe student will apply social science skills to understand the civilizations and empires of Africa, with emphasis on the African kingdoms of Axum and Zimbabwe and the West African civilizations of Ghana, Mali, and Songhai, by b) explaining the development of social, political, economic, religious, and cultural patterns in each region;


Trade brought important economic, cultural, and religious influences to African civilizations from other parts of the Eastern Hemisphere.

States and empires flourished in Africa during the medieval period, including Ghana, Mali, and Songhai in West Africa, Axum in East Africa, and Zimbabwe in southeastern Africa.

Axum Between the third and sixth century A.D. (C.E.)

o Became a great market in northeastern Africao Merchants traded with civilizations beyond the Nile River

During the fourth century A.D. (C.E.)o Became a Christian kingdomo Became politically and economically linked to Roman Egypt

Zimbabwe City of Great Zimbabwe as capital of a prosperous empire Utilized Indian Ocean trade routes to connect with Asia

West African kingdoms Importance of gold and salt to trans-Saharan trade City of Timbuktu as center of trade and learning Roles of animism and Islam


STANDARD WHI.12cThe student will apply social science skills to understand the civilizations and empires of Africa, with emphasis on the African kingdoms of Axum and Zimbabwe and the West African civilizations of Ghana, Mali, and Songhai, by c) evaluating and explaining the European interactions with these societies, with emphasis on trading and economic interdependence.


The expanding economies of European states stimulated increased trade and a desire for exploration.

Factors contributing to the European exploration Demand for gold, spices, and natural resources in Europe Support for diffusion of Christianity Political and economic competition between European empires Innovations of European and Islamic origins in navigational arts Pioneering role of Prince Henry the Navigator

European trading posts were established along the coast of Africa.


STANDARD WHI.13a, bThe student will apply social science skills to understand the major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan, by a) locating early civilizations in time and place and describing major geographic features;b) explaining the development of social, political, economic, religious, and cultural patterns in the civilizations of the Americas;


The Mayan, Aztec, and Incan civilizations emerged in South America, Central America, and Mexico.

Mayan civilization Located in the Mexican and Central American rain forests Represented by Chichén Itzá Groups of city-states ruled by kings Economy based on agriculture and trade Polytheistic religion: Pyramids

Aztec civilization Located in arid valley in central Mexico Represented by Tenochtitlan Ruled by an emperor Economy based on agriculture and tributes from conquered peoples Polytheistic religion: Pyramids, rituals

Incan civilization Located in the Andes Mountains of South America Represented by Machu Picchu Ruled by an emperor Economy based on high-altitude agriculture Polytheistic religion Road system

Achievements of Mayan, Aztec, and Incan civilizations Calendars Mathematics Writing and other record-keeping systems


STANDARD WHI.13cThe student will apply social science skills to understand the major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan, byc) evaluating and explaining the European interactions with these societies, with emphasis on trading and economic interdependence.


The expanding economies of European states stimulated trade and a desire for exploration.

Factors contributing to the European exploration Demand for gold, spices, and natural resources in Europe Support for diffusion of Christianity Political and economic competition between European empires European and Islamic origins and development of navigational tools

Establishment of overseas empires and decimation of indigenous populations Spain—Christopher Columbus England—John Cabot


STANDARD WHI.14aThe student will apply social science skills to understand the social, economic, and political changes and cultural achievements in the high and late medieval periods by a) describing the emergence of centralized monarchies (England, France, Spain, and Russia) and distinctive political developments in each;


European monarchies consolidated their power in the high and late medieval periods.

England William the Conqueror, leader of the Norman Conquest, united most of England. King John signed the Magna Carta, limiting the king’s power. The Hundred Years’ War between England and France helped define England as a nation. Parliament evolved.

France The Capetian dynasty united most of France, and King Philip II (Augustus) made Paris the French capital. The Hundred Years’ War between England and France helped define France as a nation. Joan of Arc was a unifying factor.

Spain Ferdinand and Isabella unified most of Spain and expelled Jews and Moors. Spanish Empire in the Western Hemisphere expanded under Charles V.

Russia Ivan the Great threw off the rule of the Mongols, centralized power in Moscow, and expanded the Russian nation. Power was centralized in the hands of the tsar. The Orthodox Church influenced unification.


STANDARD WHI.14bThe student will apply social science skills to understand the social, economic, and political changes and cultural achievements in the high and late medieval periods by b) explaining conflicts across Europe and Asia, including the Crusades and the fall of Constantinople;


The Crusades were carried out by Christian political and religious leaders to take control of the Holy Land from the Muslims.

Ottoman Turks conquered the Byzantine Empire.

Key events of the Crusades Pope Urban’s speech The capture of Jerusalem Founding of Crusader states Loss of Jerusalem to Saladin Sack of Constantinople by western Crusaders

Effects of the Crusades Strengthened monarchs, who gained new powers of taxation in conjunction with the Crusades Caused disillusionment with popes and nobles, who began to launch and fight crusades against fellow Christians Stimulated trade throughout the Mediterranean area and the Middle East Left a legacy of bitterness among Christians, Jews, and Muslims Weakened the Byzantine Empire

Constantinople Fell to the Ottoman Turks in 1453, ending the Byzantine Empire Became capital of the Ottoman Empire


STANDARD WHI.14cThe student will apply social science skills to understand the social, economic, and political changes and cultural achievements in the high and late medieval periods by c) explaining patterns of crisis and recovery related to the Black Death (bubonic plague);


In the fourteenth century, the Black Death (bubonic plague) decimated the population of much of Asia and then the population of much of Europe.

Impact of the Black Death (bubonic plague) Decline in population Scarcity of labor Attempts by lords to restrict wage increases and land acquisitions Large-scale peasant revolts Massacres of Jewish populations blamed for the Black Death Disruption of trade


STANDARD WHI.14dThe student will apply social science skills to understand the social, economic, and political changes and cultural achievements in the high and late medieval periods by d) evaluating and explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science.


Education was largely confined to the clergy during the Middle Ages. The masses were uneducated, while the nobility was concerned with feudal obligations. Church scholars preserved ancient literature in monasteries in the East and West.

Church scholars Were among the very few who could read and write Worked in monasteries Translated Greek and Arabic works into Latin Made new knowledge in philosophy, medicine, and science available in Europe Laid the foundations for the rise of universities in Europe in the thirteenth century


STANDARD WHI.15aThe student will apply social science skills to understand the developments leading to the Renaissance in Europe in terms of its impact on Western civilization by a) determining the economic and cultural foundations of the Italian Renaissance;


Italy was the most commercially advanced, urbanized, literate area of high and later medieval Europe.

The remains of ancient Rome were most visible in Italy.

Italy’s wealth, literacy, and pride in its Roman past provided the foundations of the Italian Renaissance.

Economic effects of the Crusades Increased access to Middle Eastern products Stimulated production of goods to trade in Middle Eastern markets Encouraged the use of credit and banking

Important economic concepts Church rule against usury and the banks’ practice of charging interest helped to secularize northern Italy. Letters of credit served to expand the supply of money and expedite trade. New accounting and bookkeeping practices (e.g., use of Arabic numerals) were introduced.

Cultural foundations The collapse of the Byzantine Empire reignited interest in Greco-Roman culture.


STANDARD WHI.15bThe student will apply social science skills to understand the developments leading to the Renaissance in Europe in terms of its impact on Western civilization by b) sequencing events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing as

described in The Prince;


Wealth accumulated from European trade with the Middle East led to the rise of Italian city-states. Wealthy merchants were active civic leaders.

Machiavelli observed city-state rulers of his day and produced guidelines for the acquisition and maintenance of power by absolute rule.

Florence, Venice, and Genoa Had access to trade routes connecting Europe with Middle Eastern markets Served as trading centers for the distribution of goods to northern Europe Were initially independent city-states governed as republics

Machiavelli’s The Prince An early modern treatise on government Supports absolute power of the ruler Maintains that the end justifies the means Advises that one should not only do good if possible, but do evil when necessary


STANDARD WHI.15cThe student will apply social science skills to understand the developments leading to the Renaissance in Europe in terms of its impact on Western civilization by c) citing the contributions of artists and philosophers of the Renaissance, as contrasted with the medieval period, including Leonardo da Vinci,

Michelangelo, and Petrarch;


The Renaissance produced new ideas that were reflected in the arts, philosophy, and literature. Patrons, wealthy from newly expanded trade, sponsored works that glorified city-states in northern Italy. Education became increasingly secular.

Medieval art and literature focused on the Church and salvation, while Renaissance art and literature focused on individuals and worldly matters, along with Christianity.

The Italian Renaissance sought to revive the literary and artistic culture of ancient Rome and Greece.

Artistic creativity Leonardo da Vinci: Mona Lisa and The Last Supper Michelangelo: Ceiling of the Sistine Chapel and David

Humanism Celebrated the individual Stimulated the study of classical Greek and Roman literature and culture Supported by wealthy patrons Petrarch: Father of humanism


STANDARD WHI.15dThe student will apply social science skills to understand the developments leading to the Renaissance in Europe in terms of its impact on Western civilization by d) comparing and contrasting the Italian and the Northern Renaissance, and citing the contributions of writers.


With the rise of trade, travel, and literacy, the Italian Renaissance spread to northern Europe. As people of the North adopted the ideas of the Italian Renaissance, they transformed them to suit their circumstances.

Northern Renaissance Growing wealth in Northern Europe supported Renaissance ideas. Northern Renaissance thinkers merged humanist ideas with Christianity. The movable type printing press and the production and sale of books (e.g., Gutenberg Bible) helped disseminate ideas.

Northern Renaissance writers Erasmus: The Praise of Folly Sir Thomas More: Utopia

Northern Renaissance artists increasingly portrayed secular subjects.



Documents

VDOE :: Virginia Department of Education Home · Web viewapply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography,